The Dilemma and Breakthrough of the Operationalization of High School English Teaching Objectives from the Perspective of Integration of Teaching-learning-assessment

This study addresses the operationalization deficit in high school English teach-ing objectives through the integration of teaching-learning-assessment. It identi-fies three core issues, namely vague objective descriptions, implementation dis-connects, and objective-assessment misalignment which are rooted in teacher professionalism gaps, outdated assessment paradigms, resource constraints, and examination pressures. Solutions include restructuring objectives via Bloom’s taxonomy and SMART principles; establishing a competency-oriented diagno-sis-dynamic adjustment-process monitoring mechanism; and employing AI for tiered evaluation and resource integration. The research provides theoretical frameworks and practical tools to advance substantive integration of teach-ing-learning-assessment.